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Vad erbjuds i App-djungeln?: En dokumentanalys av applikationer i multiplikationför årskurs 1-6 utifrån ett strategiskt och repetitivt förhållningssätt
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
What is afforded in the App-jungle? : A document analysis of applications in multiplication for grade 1-6 from a strategical and repetitional approach (English)
Abstract [sv]

Applikationer har blivit en ny resurs för att lära elever att lösa rutinproblem i matematik. Men vilken pedagogik erbjuder applikationerna? Syftet med studien var att undersöka applikationers erbjudande av lärande utifrån ett repetitivt respektive strategiskt förhållningssätt. Applikationerna var inriktade på att lära ut multiplikationstabeller i årskurs 1-6. Studien fokuserade på ett funktionellt perspektiv och baserades på Gibsons (1986) teori om handlingserbjudanden. Studien genomfördes genom en kvantitativ innehållsanalys och en kvalitativ dokumentanalys av nio applikationer som används i svenska skolor. Analysen av repetitiva inslag visade att belöningar och uppgifter med bara ett korrekt svar var en del av alla utom en av de 126 undersökta övningarna. Tidstestning användes i över hälften av de studerade övningarna. Olika handlingserbjudanden av strategier och inslag som mönster och samband mellan tal fanns i applikationerna. Användningen av representationer och sekvenser för att påvisa strategier varierade mellan applikationerna.

Abstract [en]

Applications have become a new resource for teaching pupils how to solve routine mathematical problems. But what pedagogy is afforded in these applications? The aim of the study was to investigate affordances of learning in applications from a repetitional and strategical approach. The applications were designed for teaching multiplication tables in grade 1-6. The study focused on a functional perspective and was based on Gibson's (1986) theory of affordances. The study was con-ducted through a quantitative content analysis and a qualitative document analysis of nine applications used in Swedish schools. The analysis of repetitive elements showed that rewards and tasks with only one correct answer were part of all but one of the 126 investigated exercises. Time testing was used in over half of the studied exercises. Different affordances of strategies and elements such as patterns and relations between numbers were found in the applications. The use of representations and sequences to afford strategies varied between applications.

Place, publisher, year, edition, pages
2016. , 40 p.
Keyword [en]
applications, affordances, multiplication table, repetition, strategies
Keyword [sv]
applikationer, handlingserbjudanden, multiplikationstabell, repetition, strategier
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-30793ISRN: JU-HLK-JU-2-20160180OAI: oai:DiVA.org:hj-30793DiVA: diva2:941525
Subject / course
HLK, Mathematics for teaching and learnin
Supervisors
Examiners
Available from: 2016-06-22 Created: 2016-06-22 Last updated: 2016-06-22Bibliographically approved

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0ff849e6d6c6e83f2369e12c9f926b074d414f43ac604f0fb3ed02b9b7c82fac9fd7e40a84ef4e809518219e9c04af3d6e2b41931462e8e8fd92b59547642540
Type fulltextMimetype application/pdf

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CiteExportLink to record
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